Discipline With Dignity

Chapter 7
Exploring Theories of Discipline With Dignity:
Richard Curwin & Allen Mendler
Jasmine Fields
Taylor Rodriguez
Jason Emmons
Tyrell Davis
Dealing With the
How would You React 7-2
What would you do if you were the
• The 7 Principles of Applying
“Discipline with Dignity”
• What Does it Mean to Implement Dignity?
• Social Contracts
• Out of Control students
• 3 Dimensions of an Effective Discipline Pan
• Zero Tolerance
The 7 Principles of Applying
“Discipline with Dignity”
1.Teachers use long-term efforts to change behaviors rather than
short-term efforts.
 teach self-discipline and behavior changes
 similar to punishment vs. consequences
Example: A third-grade student takes another
students’ lunch box.
short-term: Student misses 5 minutes of recess.
long-term: Teacher asks student to return the
lunchbox and explains the importance of
respecting personal property.
The 7 Principles of Applying
“Discipline with Dignity”
1.Teachers use long-term efforts to change behaviors rather than
short-term efforts.
 teach self-discipline and behavior changes
 similar to punishment vs. consequences
Example 2: A ninth-grade student uses a four-letter
word while calling a classmate an unkind name.
short-term: Teacher yells and requires student to
write a sentence 100 times.
long-term: ???
The 7 Principles of Applying
“Discipline with Dignity”
2. Teachers stop doing ineffective things.
students and behaviors change
• teaching social skills that fail to get
students to change behaviors
• using “commonsense” methods that
do not get students to respond
• sending students to detention
The 7 Principles of Applying
“Discipline with Dignity”
3. Teachers tailor consequences to
 be fair without treating everyone the same
 take approaches that best fit each student’s
The 7 Principles of Applying
“Discipline with Dignity”
4. Teachers make rules that make sense.
 rules should be viewed as guidelines need for success
 students deserve an explanation for why rules exist
Example: “The reason we don’t call each
other names is that it hurts people’s
The 7 Principles of Applying
“Discipline with Dignity”
5. Teachers model what they expect.
 abide by same rules as students
 meet deadlines and due dates
 be ready to begin class on time
 speak to students the same way you expect them to speak to you and
to each other
Example: Teacher expects homework to be turned
in on time, and so is prompt in returning
Non-Example: Teacher chews gum in class when
students are not allowed to chew gum at school.
The 7 Principles of Applying
“Discipline with Dignity”
6. Teachers believe that responsibility is more important
than obedience.
 students see options available, anticipate consequences,
then choose what is in the best interest of themselves and
 bad decisions are viewed as opportunities for students to
learn to make better decisions
promotes and requires critical
The 7 Principles of Applying
“Discipline with Dignity”
7. Teachers always treat students with dignity!
 speaking in a kind and caring manner
 positive attitudes, body language, and tone of voice
 convey a sense of respect: listen, be open to feedback, provide explanations,
give students some voice in issues
Help students restore hope!
- too many students have lost hope in themselves/school
- cannot achieve academically
- cannot behave appropriately
- cannot engage in appropriate socialization
Teachers who do not
Practice “Discipline With
How do I decide if “Discipline With
Dignity” is the right strategy for me?
1. Do I believe that classroom management should be
democratic and student centered?
2.Do I believe that it is my job to teach responsibility and
hope to my students?
3.Do I believe that it is possible to be fair without
treating everyone the same way?
4.Do I believe that I should follow the same rules as
5.Do I feel comfortable conveying dignity to my students
6.Do I believe in use of social contracts in the classroom?
If so will I implement them?
Social Contracts
 A social contract helps teachers take
charge of their class and still gives
students a voice in class decisions.
 They clearly define acceptable and
unacceptable behavior before students
 Social Contracts spell out a procedure for
the students and teacher to follow when
rules are broken
Social Contracts
 Example of social contract in a second
grade class
 Rule 1: Students do not yell out. They raise
their hands and wait to be called upon
 The teacher reminds students to wait and not to
yell out.
 The teacher will not call on students who yell out
 Rule 2: Instead of fighting, hitting, or pushing
in school, students should talk to each other to
solve problems.
 The teacher reminds students of our rule.
 The student will take a time-out.
Social Contracts
To develop a social contract:
Identifies necessary rules for maintaining
Proposes other clear rules necessary for
Develop consequences for each rule
Develop rules for teacher behavior
Develop consequences for teacher’s rules
Social Contracts
To develop a social contract:
Both students and teacher
Review all propose rules and
consequences and decide which will
be in the contract
Have a test of rules and
Social Contracts
Differences between punishment
and consequences
Punishments make rule breakers pay
for their misconduct. They are often
unrelated to the rule. Used to relieve
the tension of the punisher
Consequences directly relate to the rule
and are logical. They help the rule
violator learn acceptable behavior
Social Contracts
 Examples:
 Rule: Students are not for hitting, fighting, or
 Consequence: Do one nice thing for the victim
before the day is over
 Punishment: Stay after school for 2 hours and sit
in silence
 Rule: All trash must be thrown in the
 Consequence: Pick up your trash from the floor
 Punishment: Apologize to the teacher in front of
the entire class.
Out of Control
To deal with those students who are
disruptive and Hostile, you have to
maintain both yours and the
students dignity.
By reacting with Dignity at the very
moments in which students are
rendering indignities to teachers and
students, teachers can send a
powerful message.
Difficult Behavior in a Child
Out of Control
To prevent escalation, teachers
should find ways to relieve stress.
Deep breathing exercises
Out of Control
 The best method of dealing with hostile
students is a preventative one.
 Learn students names and greet them.
 Learn the likes, dislike, strengths, and
weaknesses of students
 Attend school events, like games or concerts,
where those students will be and make an effort
to interact
 Minimize frustration by utilizing diverse learning
styles and multiple intelligences.
Out of Control
Use Humor whenever possible.
Defuse some explosive situations
Lessen the possibility of a power
Poke fun at your own imperfections and
A school system with zero tolerance.
- Although the hand over public school districts
did not have serious problem the administrator
adapted a zero tolerance policy including:
Policy Against
• Violent Behavior
• Substance Use
• Possession of Weapons
-If students had any infraction that
violated the zero tolerance policy they
were suspended from school immediately
• Charm of a gun on her/his key ring
• "These teachers pissed me off" (a
student says)
• Plastic knife to pill her/knife fruit
-The administrator's took pride in their
zero tolerance policies
Disruptive students were out of school
The educator's were not faced with
individual administrative decisions
The administers had to admit that too
many were out of school, and behavioral
problems had increased
-The school system is trying to do away
with zero tolerance
What advice would you give the
administrators as they reconsider their
decisions to implement zero tolerance
Creating Healthy Classrooms
for All Students
1. Students trust their abilities and their environment.
2. Students see benefits of improving their behaviors.
3. Students can make real, significant, and meaningful
4. The teacher and students work together to identify
what is to be learned.
5. Students see the value in what they are learning.
6. Instruction process and people oriented rather than
product and subject oriented.
All teachers have different methods of classroom
management strategies. Discipline with dignity is just
one of many. The main concept is that students’
behavior improve when teachers convey dignity and
restore hope.

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